Bridging the Gap: The link between theoretical frameworks and their practical implementation in education programming

Group Submission Type: Formal Panel Session

Proposal

Protests have long played a crucial role in advocating for social change and challenging existing power structures (Loya &McLeod 2011; Satell & Popovic, 2017). This panel explores the theme of protest within the context of the Global South perspectives on development and humanitarian settings. While protest is a powerful tool for challenging systemic injustices and advocating for change, its inclusion/expression, in this proposed panel presentation, moves away from overt forms such as demonstrations and rallies. In fact, the presentation avoids using the term ‘protest’ itself given the negative it may have in most Global South countries represented. The panel recognises that understanding context and culture is critical in determining the appropriate medium or method of protest (N.A, 2017). The Global South's development and humanitarian work encompasses a broader spectrum of activism through community mobilization, gender empowerment and transformative education practices that extend beyond traditional protest actions. As such, the panel will examine how abstract and theoretical frameworks, such as triple nexus development, gender empowerment, gender-responsive/ transformative education, and decolonization approaches, undergo reconstruction in the field to attain more practical and operational guidelines for understanding and implementing these frameworks. The following question will guide the panel:
‘How do abstract and theoretical frameworks, such as triple nexus development, gender-responsive approaches, transformative education, and decolonization, undergo reconstruction in the field to attain more contextual, practical and operational guidelines within development and humanitarian contexts?’
The Global South encompasses a diverse range of countries and regions that have historically been marginalized within the global development discourse. Coordinated by the Canadian International Education Policy Technical Working Group (CIEP TWG), with Sarfaroz Niyozov (PhD, University of Toronto; Aga Khan Development Network) as discussant and Dan Thakur (Global Affairs Canada) as chair, this panel seeks to share the unique perspectives and experiences from Ethiopia, Nigeria, Ivory Coast, Uganda, Syria and South Sudan in bridging the gap between abstract theoretical frameworks and their practical implementation. These case studies from Global Affairs Canada (GAC) funded projects, highlight the importance of considering and elevating local contexts, voices, and agency in the development and humanitarian sectors. The panel presentations will draw upon a conceptual framework that emphasizes the need for participatory and inclusive approaches in education programming. It acknowledges the agency and expertise of local communities in shaping and implementing frameworks that affect their lives. The conceptual framework also highlights the importance of context-specific knowledge, cultural sensitivity, and meaningful engagement with local actors as key elements in defining some of these frameworks.
One key development and theoretical framework to be explored is the triple nexus, which emphasizes the interlinkages between humanitarian, development, and peacebuilding to respond more coherently and effectively to complex crises (UN, 2020; GAC, 2021). While this framework offers a comprehensive approach, its abstract nature often poses challenges when it comes to translating it into practical guidelines, especially in contexts of high fragility caused by conflict. By examining World Vision’s Northern Ethiopia Nexus project as a case study to share experiences, the panel will present reflections from the implementing team that delve into the ways in which these contexts have reconstructed and adapted the triple nexus approach to align with their specific contextual needs and challenges whilst remaining in the donor’s guidelines.
Gender-responsive, empowerment and transformative approaches provide another theoretical framework to be discussed in the context of the Global South's experiences. While gender equality and women's empowerment are crucial aspects of sustainable development, the implementation of gender-responsive, empowerment, and transformative approaches often faces obstacles as they must be contextually tailored due to distinct and compounded barriers specific to each region and community, resulting in diverse interpretations and applications. The Charlevoix G7 Summit funding from GAC for gender-responsive/transformative education represents a significant step towards ensuring that educational opportunities are equitable and inclusive, with a particular focus on empowering girls and women. This presentation, 2 of which are Charlevoix grants, will explore innovative strategies employed by Plan International, Fondation Paul Gérin-Lajoie, World University Service of Canada and the Agha Khan Foundation in Nigeria, Ivory Coast, Uganda, Syria and South Sudan respectively to bridge the gap between theory and practice, ensuring the effective implementation of gender-responsive approaches in their specific contexts.
Moreover, this panel will also explore transformative education as a cross-cutting theoretical framework that promotes critical consciousness, agency, and context-based knowledge, adopting the UNESCO definition that emphasizes teaching and learning aimed at motivating and empowering happy and healthy learners to make informed decisions and take actions at individual, community, and global levels. The presentations on the nexus and gender responsiveness will include an analysis of how these frameworks are reconstructed in the countries of operation to contribute to the drive towards transformed education systems. Ultimately, the goal of this panel is to foster a more inclusive and equitable understanding and practice of development and humanitarian work, guided by the voices and experiences of the Global South.

Sub Unit

• General Pool

Chair

• Vongaishe Morrine Changamire, World Vision Canada

Individual Presentations

• Reflections on Triple Nexus Implementation in Northern Ethiopia - Vongaishe Morrine Changamire, World Vision Canada

• Initiative Femmes et communautés cacaoyères (IFCC) -Ivory Coast - Tamara Jacod, Fondation Paul Gérin-Lajoie

• Education in Crisis, North-East Nigeria - Sara McGinty, Plan International Canada

• Adolescent Girls’ Education in Crisis Initiative (AGENCI) - Lucy R Philpott, World University Service of Canada

Discussant

• Sarfaroz Niyozov, OISE, University of Toronto